Rooted in Identity: A Phenomenological Qualitative Study Describing the Pre-Freshman Self-Esteem Experiences of African American Female Students Entering Historically Black Colleges and Universities

This qualitative phenomenological study aimed to describe the pre-freshman self-esteem experiences of African American (AA) female students at Historically Black Colleges and Universities (HBCUs). The study explored the experiences of AA women and the factors that contribute to the development of their self-esteem before their enrollment as students in HBCUs. Literature suggests that numerous issues, including racial discrimination and prejudice, cultural stereotypes, socioeconomic concerns, historical and intergenerational trauma, beauty standards, and institutional and systemic hurdles, have affected their self-esteem (Woods-Giscombe, 2010). However, there was a void in addressing the issues AA women face in college, particularly students at HBCUs. This research noted an absence of acceptance of the experiences that impacted AA female students’ self-esteem and the factors contributing to their self-esteem from their perspective. Moreover, there was a shortage of comprehensive knowledge about interventions that helped address these factors. (Allen, 2001). Tajfel and his colleagues developed the Social Identity Theory (SIT), which serves as the theoretical framework for this study. The fundamental principle of the SIT suggests that individuals are inclined to align themselves with groups that have a strong affiliation, as it provides them with a heightened sense of esteem (Huddy, 2001). The researcher gathered data on how past lived experiences influenced the present through triangulation, such as interviews, focus groups, and a thematic approach to analyze the collected data.